INTEGRATING MIRO WHITEBOARD IN FOREIGN LANGUAGE EDUCATION: A PATHWAY TO INTERACTIVE LEARNING

Abstract

In recent years, the integration of digital tools in education has transformed traditional teaching methodologies, particularly in English as a Foreign Language (EFL) education (Ravshanovna, 2024). As educators have recently looked for innovative ways to increase student engagement and collaboration, interactive whiteboards have become a powerful tool in the digital learning environment.

The aim of this research is to study the perception, interest and willingness of teachers to use “Miro Whiteboard” in the EFL learning process and identify potential barriers to the implementation of this tool in the educational process. “Miro”, a cloud-based collaborative whiteboard platform, has gained significant attention for its ability to foster interactive, student-centered learning (Wu, Liu, 2024). Its design supports a variety of EFL activities, including vocabulary building, grammar exercises, collaborative storytelling, and peer feedback sessions, making it a versatile tool for both face-to-face and online classrooms.

Traditional online learning tools — such as discussion boards, chat rooms, blogs, wikis, group activities, and peer assessment — are effective in facilitating student collaboration in online courses (Banna et al., 2015). Interaction with content, peers, and instructors encourages online learners to actively participate in their courses. “Miro” aligns with these findings by offering an intuitive and interactive platform where students can visualize language structures, work collaboratively on assignments, and develop critical thinking skills through meaningful interactions (Chan et al., 2024). Its design allows for a range of activities, from vocabulary building and grammar exercises to collaborative storytelling and peer feedback sessions.